Abstract:

Objective To understand the experience and expectation of the undergraduate nursing students on the blended teaching of clinical nursing course,and to provide references for improving the quality of blended teaching. Methods Semi-structured interviews were conducted among 12 undergraduate nursing students. The data were analyzed by qualitative content analysis. Results Six categories were extracted. The overall feeling of blended teaching was “conducive to active learning and knowledge internalization,with the same learning burden and motivation”. The overall expectation of blended teaching was that partial blended teaching was much better than complete blended teaching in clinical nursing course. The total amount of blended teaching in the overall curriculum should be controlled. The order-based online learning brought not only free learning time and space,but also learning burnout. Students expected to optimize the online learning resources and to develop self-directed learning ability. The students thought that the offline teaching activities brought both a sense of harvest and hunger like eating fast-food. They hoped that teachers could participate in knowledge consolidation through multiple strategies,pay attention to the integration of higher-order thinking,and promote the formation of active discussion in the classroom. Several themes and sub-themes were presented under each category,with a total of 18 themes and 40 sub-themes. Conclusion Teaching administrators should control the total amount of blended learning. Teachers should carefully allocate learning resources according to teaching design,pay attention to the cultivation of students’ autonomous learning ability based on flexible design of autonomous learning requirements. Teachers should also pay attention to the integration of higher-order thinking and formation of positive discussions in class on the base of the consolidation of basic knowledge.

Key words: Nursing undergraduates, Clinical nursing, Blended teaching, Experience, Expectation, Qualitative study